Uncertainty and community of philosophical inquiry: from thinking locally to acting globally

Abstract There is little of which we can be certain, but the mantra in newspapers and on televisions as we watch political unrest unfold before our eyes, and as climate change marches on apace, is that we live in uncertain times. This statement, that we live in uncertain times, is something of which we can be certain. Unpredictability and lack of control are unsettling for all, but arguably more so for children. This article proposes that uncertainty need not be negative in every instance. It suggests that uncertainty leads to cognitive growth through encountering dissonance and the assimilation and accommodation of new ideas. It posits that classrooms are a microcosm of society, and in this very local context, children may be introduced to practical philosophy in the form of Community of Philosophical Inquiry (CoPI). In the article, it is argued that CoPI might be a useful approach in supporting children not only to encounter but to welcome uncertainty. The predictable structure afforded by CoPI offers an element of certainty and control for participants. Additionally, it fosters open-mindedness and comfort with disagreement by its very structure. The article highlights the importance of relationships and children’s voice and indicates how this is nurtured in CoPI. The article concludes that through encouraging philosophical dialogue with their peers, cognitive growth is facilitated that might be said to breed compassion and a way of being in and with the world. The article sets out the possibility that philosophical, collaborative thinking in the local context of the classroom might lead to global action on the part of participants, but that this requires children and their deliberative participation to be taken seriously.